Carleen Vande Zande, assistant vice chancellor for curricular affairs and student academic achievement, recently presented a paper at a faculty seminar at the Center for Medieval and Renaissance Studies at Oxford University in Oxford, England.

The seminar focused on the theme “Early Modern Worlds: Middle Ages to Renaissance” and was part of a two-week seminar designed for American scholars to share ideas, pursue research, hear keynote lectures and participate in open-house discussions.

Vande Zande’s paper title, “A New Paidea for Higher Education: Enlightened Thinking for the Twenty-first Century,” highlighted liberal education movements in higher education in the U.S. from colonial times to the present-day initiatives of the Association of American Colleges and Universities. Her analysis included the elements of purpose, voice, control, coherence, context and challenges within the study of liberal arts and liberal education.

The presentation highlighted the University of Wisconsin Oshkosh learning outcomes as an example of today’s view of liberal education. This is the third year of participation in this seminar for Vande Zande, who hopes to collaborate with faculty to promote participation by other members of the UW Oshkosh community.

Vande Zande is a graduate of the University of Wisconsin-Madison, where she received a doctorate in curriculum theory and educational policy studies. She joined UW Oshkosh’s Provost’s Office in May.
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I just learned the UW system acquired Carleen Vande Zande recently. Good fortune for UW and a tragic loss to the institution she departed in order to take this position as UWO Vice Chancellor.
Carleen is a genius, an incredible achiever, and a truly compassionate and intellectual academician.
I was excited to see the title of her paper and would love to have a copy of the full paper if that is permitted.

In a recent post by Ms. Carleen Vande Zande, Ms. Vande Zande, writes: The new curriculum … supports integrated learning where competencies are distributed throughout the curriculum. [The college] fosters an approach that gives opportunities for all programs to contribute in direct ways to the achievement of desired learning outcomes throughout a student’s experience at the university. I hope that this is continued as the assessment phase of the program is designed. You might consider the VALUE rubrics soon to be released by AAC&U as models for building understanding of your outcomes.
Ms. Vande Zande fails to articulate that to which she portends, and foists off all clarity on the Association of American Colleges and Universities, AAC&U. As if this band of charlatans could divine her meaning at some future date. The self-described curriculum includes Karl Marx, academic proficiencies, transformative journeys, and Numeracy. There’s a word found in few collegiate dictionaries: the ability to understand and work with numbers. Courses? “To be honest with you, I don’t really know [exactly] how many we need.” It’s a curriculum both vague on specifics and specifically vague. My contention: Ms. Vande Zande and others at least engage in practicing psychology without a license. Large sums of money are also required from student’s families, and state & federal coffers, to fund the bogus courses of study, about which only the AAC&U may speak fluently and coherently. It’s past time for the public to demand accountability; it starts now, enough is enough: http://theseedsof9-11.com